session 2 destination reader · destination reader aims: • to foster a life-long love of reading....
TRANSCRIPT
Session 2 – Destination Reader
Destination Reader
What is Destination Reader and where did it come from?How does the approach work?
What is the impact of Destination Reader and how is it implemented?
What is Destination Reader?
Destination Reader is an approach to teaching reading at KS2 which
can be applied to all texts. Its main focus is on:
• Key reading strategies which support comprehension.
• Learning behaviours which support dialogue.
It was developed by a working party of Hackney teachers who piloted
the approach.
Destination Reader
Aims:
• To foster a life-long love of reading.
• To develop a consistent approach to the teaching of reading across KS2.
• To guide teachers on best practice in teaching reading
• To read for purpose across the curriculum
• To have a consistent approach to developing vocabulary
• To provide a curriculum in line with the requirements of the revised National
Curriculum
• To provide a robust assessment approach, centred on formative assessment.
What are the key features of
Destination Reader?• KS2 focus
• Independent learning based on learning behaviours / partner work
• Direct teaching of reading (15 minutes) to whole class before independent
reading session (30mins)
• Focus on talk – partner work, discussion and explanation
• Reading walls support learning in reading
• Increased school responsibility on consistent approach to ‘reading for pleasure’
• Focus on teaching of key strategies which enable a deeper understanding of texts
• Focus on reading a range of high quality fiction, non-fiction and poetry
• A formative approach to assessment placing children at the heart of their learning.
Destination Reader Bookmark
Introduction p. 3 Road Map
Step 1: Learning Behaviours
How should we talk to one
another?
Step 3: What makes a good reader?
What will this look like?
Step 2: What are our reading
preferences?
Which are our favourite books and authors?
Step 4: Portrait – set targets
How can we improve our reading and
book level?
Destination Reader
Step 5: Strategies
What strategies and tools can
help us understand texts better?
We’ll be taking snapshots on the way
Non-negotiables
o Tracking of book level and relevant interventions
o Lessons personalised to needs of cohort – All children white/lime or below
= ability book daily
o High quality texts central to the curriculum
o Reading lessons for reading
o Reading lessons should be engaging – show enthusiasm for texts
o Displays to support learning
DR Lesson structure - Teacher Guidance p9
DR Weekly structure p7,8 Whole-class
session
Independent reading Plenary
Monday /
Tuesday
Schools may prefer to
have more ability
sessions, particularly
in Years 3 and 4.
Introducing or
revising
strategy.
Modelling
strategy through
think aloud.
Partner
practice of
strategy
All children using a continuation of a text that
teacher has introduced to practise strategy.
Focus on oral use of strategies in mixed ability
pairs.
Teacher monitoring, supporting and challenging
all pairs in use of strategy initially, moving to
hearing focus children read.
Celebrating
good use of
strategy.
Selfie –
answering
targeted
question.
Vocabulary
Reflecting
on use of
learning
behaviours.
Wednesday/
Thursday
Children read in partners or independently,
applying the strategy if possible to texts at an
instructional level (e.g. using sets of guided
readers)
Continuation of text teacher has shared if
appropriate level.
Teachers hear children read at their book level
focussing on wider reading skills, giving children
clear guidance on how to improve. Can be in
groups or partners. Individual tracking sheet.
Friday Weekly written comprehension focus.
(This may take place in literacy to allow for
more ability sessions)
Mon Tue Wed Thu Fri
Intro to
strategy
Predicting
The Twits
Input
Predicting
The Twits
Input
Predicting
The Twits
Input
Predicting
The Twits
Input
Big
Picture
The Twits
Mixed
ability
reading
The Twits
Mixed
ability
reading
The Twits
Ability
groups
Levelled
texts
Ability
groups
Levelled
texts
Big
Picture
The Twits
Plenary Plenary Plenary Plenary Plenary
Destination Reader booklet and website
Promote Enjoyment – Success Criteria
• Passion / sharing opportunities
• Importance of reading communicated
• Books central to curriculum/ environment
• Enrichment opportunities
• High quality texts
• Knowledge of children’s literature
• Read alouds
• Home reading valued / partnership
• Children’s preferences valued
• Range of reading encouraged
• Targeted groups
• Website / Class doors – we are reading…
• Display class book on classroom door
How do all stakeholders know that reading is important? Eyes of the child…
Promote Enjoyment - Pupil audit
Promote Enjoyment – Preferences
Promote Enjoyment – Portrait
How does theory inform the new reading curriculum ?
The programmes of study for reading at key stages one 1 and 2 consist of two dimensions; word reading and
comprehension.( Both listening and reading)
Good readers…
Predict
Infer
Ask questions
Make connectionsEvaluate
Clarify Summarise
Children have an opportunity to:
• think
• explain
• internalise learning
• clarify
• build on other ideas
Why does it help children?
• Human interaction enhances learning
• Students learn at deeper levels
• Children’s learning is challenged by different viewpoints
Learning Behaviours: Purposes of talk
Classroom talk - issues
Teachers dominate talk, especially where more disadvantaged children present.
Strategies:
• Almost all questions are asked of all children – no hands up.
• Straight to the text
• Limited feedback to keep up pace of lesson.
• All important information prepared on flipchart.
• Set expectations of amount of opportunities for talk per session.
• Teacher asks open questions and prompts.
• Sense of exploring together e.g. is there anything we’ve missed?
• Let children know the purpose of talk partners.
Learning behaviours
• Reading sessions should be based upon the 3 learning behaviours:
• Be supportive and actively listen to others
• Discuss and explain your ideas
• Take responsibility for your own and your group’s learning
•Spend time initially ensuring children know what each learning behaviour looks like, sounds like and feels like.
• Children need a reading bookmark 1 between 2.
•Revisit regularly in lessons
See, hear, feel grid
Assessment• Formative approach in addition to summative assessment
• Reading assessment complex – both book-level and use of strategies
• Tracking of book level / hearing children read essential
• Written assessment minimal – snapshots check progress – should not detract from reading time
• Children central to process
• Cross-curricular evidence
• Evidence gathering should not detract from teaching / interaction
• Moderation of reading assessment
Be careful with helping children choose age-related texts.
Lesson structure
Weekly StructureWhole-class
session
Independent reading Plenary Purpose of independent session
Monday /
Tuesday
Schools may prefer
to have more ability
sessions, particularly
in Years 3 and 4.
Introducing
or revising
strategy.
Modelling
strategy
through
think aloud.
Partner
practice of
strategy
All children using a continuation of a text
that teacher has introduced to practise
strategy. Focus on oral use of strategies in
mixed ability pairs.
Teacher monitoring, supporting and
challenging all pairs in use of strategy
initially then hearing focus children read.
Selfie
Celebrating
good use of
strategy.
Vocabulary
Reflecting on
use of
learning
behaviours.
• To build reading stamina (all
sessions)
• To expose all children to high quality
texts and vocabulary, regardless of
ability.
• To develop all children’s abilities to
independently discuss and process
texts and work collaboratively.Children read in partners or independently,
applying the strategy if possible to texts at
an instructional level (e.g. using sets of
guided readers)
Continuation of text teacher has shared if
appropriate level.
Teachers hear children read at their book
level focussing on wider reading skills,
giving children clear guidance on how to
improve. Can be in groups or partners. Use
individual tracking sheet.
• To ensure children have opportunities
to apply the strategies on texts at
their ability level. This builds fluency
in word-recognition and language
comprehension, supporting
progression.
• To ensure adults assess children’s
reading by hearing children read and
discuss age-appropriate texts.
Wednesday/
Thursday
• To give children opportunities to
accurately and precisely respond to
questions in a written format.Weekly written comprehension focus.Friday
Whole-
class
session
Independent reading Plenary Purpose of independent session
Monday /
Tuesday
Schools may
prefer to have
more ability
sessions,
particularly in
Years 3 and 4.
Introducin
g or
revising
strategy.
Modelling
strategy
through
think
aloud.
Partner
practice
of strategy
All children using a continuation of a
text that teacher has introduced to
practise strategy. Focus on oral use of
strategies in mixed ability pairs.
Teacher monitoring, supporting and
challenging all pairs in use of strategy
initially then hearing focus children
read.
Selfie
Celebrating
good use of
strategy.
Vocabulary
Reflecting
on use of
learning
behaviours.
• To build reading stamina (all sessions)
• To expose all children to high quality
texts and vocabulary, regardless of
ability.
• To develop all children’s abilities to
independently discuss and process texts
and work collaboratively.
Children read in partners or
independently, applying the strategy if
possible to texts at an instructional
level (e.g. using sets of guided
readers)
Continuation of text teacher has
shared if appropriate level.
Teachers hear children read at their
book level focussing on wider reading
skills, giving children clear guidance
on how to improve. Can be in groups
or partners. Use individual tracking
sheet.
• To ensure children have opportunities to
apply the strategies on texts at their
ability level. This builds fluency in word-
recognition and language
comprehension, supporting progression.
• To ensure adults assess children’s
reading by hearing children read and
discuss age-appropriate texts.
Wednesday/
Thursday
• To give children opportunities to
accurately and precisely respond to
questions in a written format.Weekly written comprehension
focus.Friday
Reading Strategies – look in your handout
Use the bookmark!
• Prediction
• Clarifying
• Questioning
• Making Connections
• Inferring
• Summarising
• Evaluating
Modelled Lesson:
Our reading strategy is inference.What is inference?
What aspects of the text do we discuss when talking
about inference?
We use clues from the text and our prior knowledge to work
out something the author doesn’t tell us.
It is often based on clues about:
•character
•setting
•mood
What makes good inferences? Why is it good to infer?
• Justifying our answers with evidence from the text – because / P.E.E.
• Using detail – closely quoting the exact word / phrase
• Finding more than one piece of evidence
• Thinking from the writer’s point of viewIt helps us to have a deeper understanding of the text.
Deadman’s cove
They came for her at 6.47am. (TA)
Laura made a note of the time because she’s been waiting for this moment for eleven years, one month and five days and she wanted always to remember it – the hour her life began.(TP)
It was still dark but she was already awake. Already packed. (TP
The sum total of her possessions had been laid out in her suitcase with a military neatness – two of everything except underwear and books, of which there were seven apiece. One pair of knickers for each day of the week, as ordered by matron, but not enough novels by half. (TP)
Key Questions: What is the key idea?
Challenge: How does the writer create the mood of the text?
Big Picture Lessons
•To develop children’s ability to answer written comprehension questions in
any format or context—the Big Picture.
•· To build on the DR lesson focus of developing oral responses through
targeted questioning. Having high expectations of responses across the
week through oral answers and plenary activities supports the development
of written responses.
•· To develop teachers’ skills in modelling identifying question types and
using strategies to answer questions more accurately.
•· To ensure that there is a clear progression across KS2 in answering
questions and test technique, rather than this being taught predominantly in
Year 6.
Structure of a DR Big Picture lesson
Whole class starter
15 mins
Introduce or revise strategies
SAP (Summary/Audience / Purpose)
CLEAR (Code and clues – Locate – Explore – Answer – Reread)
Question types (quick activity where you ask questions on a known text and children do relevant action)
Think aloud: Model answering 1 question through using SAP and CLEAR.
Partners practising answering 2 or 3 questions using CLEAR—focus on ‘tell your partner
how you would answer this question.’
Independent written
comprehension
25mins
Children working independently—teacher with focus children.
After reading
5 mins Select some questions the children found difficult and model CLEAR to answer them or
share children’s use of CLEAR.
Reflection—ask children to discuss with a partner how they used CLEAR.
Praise good strategies such as annotation etc.
Big Picture Lesson
To do: